Factors Influencing the Behavioural Intention to use the Internet as a Teaching-Learning Tool in Home Economics

Peng Lin Phua · Su Luan Wong · Rosini Abu

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Technology Adoption and User Behaviour Gender and Technology in Education Technology-Enhanced Education Studies

Abstract

The extended Technology Acceptance Model (TAM) is employed to explore how the behavioural intention (BI) of Home Economics (HE) teachers to use the Internet as a teaching tool is influenced by four factors, viz. Internet attitude (IA), perceived usefulness (PU), perceived ease of use (PEU) and perceived enjoyment (PE). The findings suggest that HE teachers’ BI to use the Internet is positively correlated (n = 106, p < 0.0005) with IA (r = .67), PU (r = .63), PEU (r = .54) and PE (r = .70). The implications on the teaching-learning of HE based on the findings of this study are discussed.

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1989Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology 1975Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research 1980Understanding Attitudes and Predicting Social Behavior 1989User Acceptance of Computer Technology: A Comparison of Two Theoretical Models 1992Information Systems Success: The Quest for the Dependent Variable 1992Extrinsic and Intrinsic Motivation to Use Computers in the Workplace 1 2000Time Flies When You’re Having Fun: Cognitive Absorption and Beliefs About Information Technology Usage1 2000Why Don’t Men Ever Stop to Ask for Directions? Gender, Social Influence, and Their Role in Technology Acceptance and Usage Behavior1

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